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Intrinsic motivation and achievement in mathematics in elementary school : a longitudinal investigation of their association

dc.contributor.authorGaron‐Carrier, Gabrielle
dc.contributor.authorBoivin, Michel
dc.contributor.authorGuay, Frédéric
dc.contributor.authorKovas, Yulia
dc.contributor.authorDionne, Ginette
dc.contributor.authorLemelin, Jean‐Pascal
dc.contributor.authorSéguin, Jean
dc.contributor.authorVitaro, Frank
dc.contributor.authorTremblay, Richard Ernest
dc.date.accessioned2018-09-12T17:41:46Z
dc.date.availableNO_RESTRICTIONfr
dc.date.available2018-09-12T17:41:46Z
dc.date.issued2015-11
dc.identifier.urihttp://hdl.handle.net/1866/20870
dc.publisherWileyfr
dc.titleIntrinsic motivation and achievement in mathematics in elementary school : a longitudinal investigation of their associationfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des arts et des sciences. École de psychoéducationfr
dc.contributor.affiliationUniversité de Montréal. Faculté de médecine. Département de psychiatriefr
dc.identifier.doi10.1111/cdev.12458
dcterms.abstractThis study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school‐age children followed from Grades 1 to 4 (ages 7–10). Children self‐reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross‐lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications.fr
dcterms.alternativeMotivation and mathematical achievementfr
dcterms.isPartOfurn:ISSN:0009-3920fr
dcterms.isPartOfurn:ISSN:1467-8624fr
dcterms.languageengfr
UdeM.ReferenceFournieParDeposantGaron-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J.-P., Séguin, J. R., Vitaro, F. & Tremblay, R. E. (2016) Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87(1), 165-175.fr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscriptfr
oaire.citationTitleChild development
oaire.citationVolume87
oaire.citationIssue1
oaire.citationStartPage165
oaire.citationEndPage175


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